EXPLICIT MODELS FOR FOREIGN LANGUAGE STRATEGY LEARNING OF PRESERVICE TEACHERS AT UNIVERSITY LEVEL

Oct 15, 2026

The article theoretically substantiates and empirically verifies the effectiveness of explicit foreign language learning-strategy models implemented through professionally oriented English communication. It examines how combining “top-down” and “bottom-up” approaches can raise pre-service teachers’ professional English communicative competence, with outcomes tested among 116 participants. Mixed methods are used: quantitative measures (Likert scale, Bespalko’s learning coefficient, Fisher’s criterion) and qualitative interpretation of questionnaires. Results confirm improved competence at B2 and expanded strategy knowledge, skills, and abilities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Literature Review

Methodology

Results and Findings

Implications for Research and Practice

DOI: 10.20535/2410-8286 .228502 EXPLICIT MODELS FOR FOREIGN LANGUAGE STRATEGY LEARNING OF PRESERVICE TEACHERS AT UNIVERSITY LEVEL Natalia Dmitrenko, Liudmyla Melnyk Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine [nataliadmitrenko0302@gmail.com](nataliadmitrenko0302@gmail.com) The purpose of the article is to prove theoretically and check experimentally the effectiveness of explicit models for language learning strategies based on the instructions in the process of professionally oriented English communication. The hypothesis of the research implies that the level of professional English communicative competence will increase in the case of combining such models as “top-down” and “bottom-up” while professionally oriented English communication. The study employed the mixed research design method as quantitative (Likert’s scale, Bespalko’s learning coefficient, Fisher’s criterion) and qualitative (interpretation of questionnaire results) methods. The levels of explicit models using for language learning strategies are defined by the results of the conducted survey of 116 pre-service teachers of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. One of the conditions of experimental learning is a sequence of stages in the process of applying two explicit models for language strategy learning instruction “top-down” and “bottom-up” in the process of pre-service teachers’ professionally oriented English communication. Findings. The results of the control test at the final step of the experiment have confirmed the effectiveness of two variants of explicit models for language strategy learning instruction in the process of professionally oriented English communication. The analysis of experimental training results has shown the formation of professionally oriented English communicative competence at the level B2, as well as a significant increase in the participants’ knowledge, skills and abilities of foreign language learning strategies. Implications for research and practice. Combining “top-down” and “bottom-up” explicit models for language learning strategy instruction contributes to more effective assimilation and expansion of the repertoire of learning and communicative strategies and improves professionally oriented English communicative competence of pre-schoolteachers at university level. Keywords: explicit model; implicit model; educational strategy; communicative strategy; professionally-oriented English communication. Introduction The application of learning strategies in the process of professionally oriented English communication plays an important role in increasing the level of professionally oriented English communicative competence. Among a great number of methods and ways to teach students how to use strategies, we point out the instructions which are introduced implicitly and explicitly in the content of a foreign language course on a systematical basis with the ability to share experience and improve a repertoire of strategies to perform a typical language task. The analysis of methodological studies highlights that one of the most effective ways of teaching a foreign language is integrating foreign language learning and language strategy learning. However, it is important to find out which implicit and explicit models support the development of professionally oriented English communicative competence. Literature Review Studies (Chamot & O’Malley, 1987; Oxford & Leaver, 1996) indicate that compared to isolated (separate from practice) lectures and workshops, integrated learning strategies are much more effective, which allows their incorporation into the curriculum to optimise student learning, as it involves the use of authentic communicative learning tasks and long-term use (Lai, 2013, p. 39) . Grenfell & Harris (1999), Oxford (1990) note that instructions for the application of strategies should be provided explicitly, integrating them into the pr

FAQs

What is the study’s main purpose?

The research tests the effectiveness of explicit models, particularly the combination of “top-down” and “bottom-up” approaches, on pre-service teachers’ professional English communicative competence.

How was the effectiveness evaluated in the experiment?

One experimental condition was a sequence of stages for applying the “top-down” and “bottom-up” explicit models during pre-service teachers’ professionally oriented English communication.

What were the key findings?

Control test results confirmed the effectiveness of two explicit model variants. Experimental training showed formation of professionally oriented English communicative competence at level B2 and a significant increase in participants’ knowledge, skills, and abilities of foreign language learning strategies.

Oct 15, 2026

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